Monday, January 27, 2020

American Sign Language As A Language Education Essay

American Sign Language As A Language Education Essay In this chapter, a review of the literature that serves as a foundation for this study is presented. The literature review addresses the theoretical basis of considering American Sign Language as a language, issues in the administration of modern/foreign language programs that parallel the concerns of sign language program administrators, national language program standards, the history of the teaching and administration of post-secondary sign language programs including information on the academic acceptance of sign language in higher education. Concluding this chapter will be a discussion on the state of the literature. American Sign Language as a Language The discussion of ASL and its membership as a language did not occur before William Stokoe, of Gallaudet University in Washington D.C., breached the topic in 1955. Many educators believed sign language was a system of pantomime or broken English. This belief was also held by the deaf individuals themselves (Miller, 2008). Stokoe believed that ASL was indeed a naturally occurring and distinct language ustilized by deaf people and could be studied as a language (Stokoe, 1960 ). Stokoes research spanned from 1955 to 1965 and covered signing as a linguistic system and signs as a part of the system. The first American Sign Language Dictionary was published in 1965 at the conclusion of the first part of Stokoes research. The focus part of Stokeoes continued research focused on the syntax of the language and its importance to teaching English to deaf children. Dr Stokoe asserts he was in constant contact with the Center for Applied Linguistics, the Georgetown University School of Language a nd Linguistics, and the Washington Linguistics Club, laying the foundation and belief that parts of sign language grammar paralleled parts of the languages they were studying (Stokoe, 1990). Stokoe believed signs could be taken apart and analyzed into parts allowing researchers and linguists to study how the language works, how they evolved, and how they could be taught. The work of William Stokoe was not widely accepted among all professionals. Since the 1970s many have argued against the language classification for ASL and especially that of foreign language (Stokoe, 1960; Wilcox, 1990). ASL was studied and analyzed without further evidence that it was a full blown language. Questions have been raised regarding ASLs legitimacy as a foreign language. The following are a set of questions that are common among critics of ASL. (a) Isnt ASL indigenous to the United States and therefore not foreign? (b) Isnt ASL a derivative of English which would disqualify it as a separate language? (c) Is ASL naturally occurring and evolving? (d) If ASL is not written, how can it have a culture? (e) Is there a body of literature to support ASL and its culture? All of these questions have been asked over the decades and have been the major road blocks to ASL being recognized as a language. William Stokoe effectively answered these questions over several years which have been supported by several other scholars in linguistics and culture. In response to the questions regarding whether or not ASL is a language, Stokoe explains in detail with books and dictionaries the morphology, phonology, syntax, as well as semantics and pragmatics and how it differs from that of English or other spoken languages (Stokoe, 1960). Wilcox Peyton (1999) state, ASL is a fully developed language, one of hundreds of naturally occurring sign languages in the world. Conover (1997) states that one is not likely to find much opposition to ASL as a language form linguists, however the most resistance comes from colleges and universities who do not believe ASL should be taught as a foreign language (Miller, 2008). There is a great deal of research, according to Wilcox Peyton (1999), which demonstrates that ASL grammar is radically different from English grammar; it contains structures and process es which English lacks (Wilcox, 1999; Vigoda, 1993). When comparing American Sign Language to other accepted foreign languages one must take in to account that Navajo and several other Native American languages are widely accepted as foreign languages, being even more indigenous to America than ASL. A language need not be foreign to be considered a foreign language (Wilcox, S. Wilcox, P., 1991). In response to the literature question, researchers have found a vast body of literature among deaf people (Cooper et al, 2008; Armstrong, 1988). The literature is not in a written traditional form but, like Native American languages, through story telling passed from generation to generation. With modern technology these very old stories can now be viewed on the internet and on DVDs. The widespread use of storytelling in deaf culture has become more and more available to the general population. ASL continues to be a topic of research at numerous universities and has evolved to be the lead topic in language acquisition, eurolinguistics, psycholinguistics, sociolinguistics, anthropology, cognitive studies, teaching methods, and assessment of sign language skills (Jacobowitz, 2005; Miller, 2008). Empirical research on language in the human brain has provided support for Stokoes initial findings. Studies focused on neural processing of signed language found the same areas of the brain are used to process spoken language (Hickok et al., 2001). The New York Times in 1992 argues ASL is a language because it uses the same elements of spoken language and is organized like any other spoken language (Hickok et al., 2001; Stokoe, 2005). Two linguists from the Salk Institute, Klima and Bellugi (1979) began studying sign language in the 1960s, they wondered whether ASL was an language as other linguists understand that concept. The findings of Klima and Bellugi (1979) supported the linguistic components of ASL, which they called a complexly structured language with a highly articulated grammar, a language that exhibits many of the fundamental properties linguists have posited for all languages (p. 4). Definitions of ASL continued in 1980 with Baker and Cokely indicating ASL is a visual-gestural language created by deaf people (p. 47). They defined the language as a system of relatively arbitrary symbols and grammatical signals that change across time and that members of a community share and use for several purposes: to interact with each other, to communicate their ideas, emotions, intentions, and to transmit their culture from generation to generation (p. 31). Issues of Administration Administrators of LOTE programs often face issues that are not unique to their program. Instructors of American Sign Language often rely on the philosophies, policies, theories, and strategies used in other programs that teach LOTE. Concerns faced by ASL administrators often face similar concerns of LOTE Administrators. A study conducted by the MLA in 1989 showed that language requirements varied depending on the type of language program, and type of institution. More than half of the institutions surveyed (58.5% public, 41.5% private) viewed language study as essential to a well-rounded education (Cooper, 1997, p.29; Huber, 1989). Additionally the MLA study indicated that 87% of the institutions housed all languages within one divisional unit. Of those institutions the languages were housed with other non-language courses and in departments outside of the language emphasis such as philosophy and Humanities. Essentially, the study finds that administrative decisions regarding language instruction was made by departments and administrators with no experience in LOTE. Huber (1989) suggests foreign language instruction may take a secondary role to English when both are offered in the same department. Over half (56%) that offered a degree in English did not offer a degree in LOTE, and those that offered a MA in English only offered a BA in some of the other languages. Huber (1989) also suggests that language programs may be housed in non-language departments because of resource restraints or low student interest. A study of 1000 foreign language department chairs done by Cardenas (1988) indicated over seventy percent (73.7%) of the respondents found one of the most frustrating pieces of administration of the language departments was the lack of momentum with their own research and teaching. Much of the frustration was motivating unproductive faculty (60.2%), faculty evaluations (54.3%), managing the budget (51.7%), and recruiting part-time faculty (48.3%). National Language Program Standards The American Council on the Teaching of Foreign Languages (ACTFL) states as part of their philosophy that Language and communication are at the heart of the human experience (ACTFL).   The organization goes on to say they envision a future in which ALL students will develop and maintain proficiency in English and at least one other language, modern or classical (ACTFL). In essence these statements open the door for all forms of communication that meet the standards of language learning. The Standards for Foreign Language Learning; Preparing for the 21st Century has been a mainstay for guidance of foreign language instruction. These standards, according to the ACTFL, are called the 5 Cs (Communicate, Culture, Connect, Compare, and Community). According to Lear and Abbott (2008) To comply with these standards, the successful student will use language to communicate for real purposes, understand multicultural and global issues, connect with other disciplines and acquire new knowledge, make comparisons with their own language and culture, and participate in multilingual communities(Lear Abbott, 2008, p. 77) (Table 1). A language program should attempt as much of the 5 Cs as possible, however little discussion is found to what extent each must be accomplished (Lear Abbott, 2008). It is widely accepted that goal 5 is difficult to accomplish in a closed classroom setting. In a position paper by the ACTFL in 2011 ASL was recognized as a LOTE when it stated, Communication for a classical language refers to an emphasis on reading ability and for American Sign Language (ASL) to signed communicative ability (ACTFL Position Statements, 2011). The publication of Standards became known as the à ¢Ã¢â€š ¬Ã¢â‚¬ ¢genericà ¢Ã¢â€š ¬- version of standards in that it addressed issues and delineated standards common to all second-language learning yet contained examples in many languages (Phillips, J. Abbott, M. 2011, p.1). From 2005 to 2010, the American Sign Language Teachers Association (ASLTA) and the National Consortium of Interpreter Education Centers (NCIEC) collaborated on Table 1. A complete listing of ACTFLs Standards for Foreign Language Learning. Communication Communicate in Language Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Cultures Gain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. Connections Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. Comparisons Develop Insight in the Nature of Language and Culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Communities Participate in Multilingual Communities at Home and Around the World Standard 5.1: Students use the language both within and beyond the school setting. Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. the development of standards for ASL instruction as a guide to teachers and administrators of sign language programs. These standards utilized the ACTFLs Standards for Foreign Language Learning framework. The standards use the same 5 Cs of language instruction and are printed as part of the 2012 ACTFL Standards for Foreign Language Learning (Phillips, J. Abbott, M. 2011). Originally the standards were written with nine languages being considered: Chinese, Classical Languages, French, German, Italian, Japanese, Portuguese, Russian, and Spanish the Standards have expanded to include languages other than the original nine. Standards for learning Arabic are now in the printed version; they have also been developed for Hindi, Swahili, Korean and American Sign Language (Phillips, J. Abbott, M. 2011). History of Academic Acceptance of Sign Language Sign Language appeared as a language for the first time beginning in the mid-1960s when Stoke, Casterline, and Croneberg published the Dictionary of American Sign Language on Linguistic Principles. This event gave linguistic recognition to ASL for the first time in its history, although very few people recognized the event as significant (Wilcox, S. Wilcox, P, 1991). Depaul University has been recognized as the first university in the United States to offer sign language classes in 1965 (Shroyer Holmes, 1980). The National Association of the Deaf (NAD) built a Communication Skills Program in 1967 in an attempt to spur language acquisition in schools, universities and programs who serve deaf people by offering sign language classes (Newel, 1995a). During the same period of time several sign systems were invented to assist in teaching deaf children English. The most popular systems used were Seeing Essential English (SEE I), Linguistics of Visual English (LOVE), and Signing Exact English (SEE II) (Cooper, 1997). The purpose of these sign systems was to simplify the process of teaching English to deaf children; however, over time they became recognized as sign systems and were taught as varying sign language classed in colleges and universities (Cooper 1997). Other events in the 1960s and 1970s contributed to the increased availability of sign language classes in schools and higher education. Research and publications by Stoke (1966 1990), Klimba and Bellugi (1979), Wilbur (1979, 1987), and Cokely and Baker (1980) added support for the general acceptance of ASL as a language (Cooper, 1997). Legislation also played an important role for sign language in the schools as the Rehabilitation Act of 1973 and PL94-142 of 1975 expanded the requirement to provide Sign Language Interpreters in the classroom as a service for deaf students. The caused an increased need for skilled hearing individuals to learn sign language so that interpreters may be available in the schools when required. Interpreter training programs gained federal funding in an effort to relieve the pressure for skilled interpreters (Newell, 1995b). Implications for Future Research Additional and ongoing research regarding individual views regarding sign language is needed including tracking the growth of programs nationally would be beneficial. Future research in development of ASL programs regionally is essential particularly as it partners with LOTE programs. Current data on institutions that recognize ASL as a LOTE and houses it with other languages is important. Particular interest regarding institutions that discontinue their programs and the reasons behind it would be valued. This study did not address certifications of teachers currently working as ASL instructors however data regarding the fact is needed to assess future needs in training instructors in the language. The correlation of signing and non-signing administrators was not examined. Neither was the ethnicity or gender discussed although this would be interesting to research for further influence among minorities and genders. Evaluation of the State of the Literature Regarding current research the surveys administered should be shorter in length to increase the participation rate of responders. Additional information regarding majors, minors, and other university requirements would be helpful including where the sign language program is housed. For example, knowing if the program is a stand-alone program, part of another language department, or listed for credit as an elective would assist institutions in making decisions on language administration. The research to this point in history has focused mainly on which schools accept ASL for credit and the overarching reasons why some may not accept it. Not a lot of research has been done to discuss the programs reasons for acceptance or the process of approval if they were able to secure approval. This research attempts to answer the question many researchers failed to answer, which is a more detailed understanding of personal views of ASL by administrators of languages other than English. Past research has been able to list categories of rejection or acceptance and attempted to list which institutions have been able to recognize sign language for credit on par with other languages at the institutions. The question left unanswered are at what level does ASL receive the most support or resistance in the process of gaining recognition as a language at the institutions. This is important for future organizations who seek approval at various colleges and universities. Additionally, the overall acceptance of sign language in various countries would also be valued to find the international point of view of sign language as it is compared to the United States.

Sunday, January 19, 2020

Aestheticism: Philosophy of Beauty Essay

Aestheticism is presently defined by the Encyclopedia Britannica as â€Å"intended to designate a scientific doctrine or account of beauty, in nature and art, and for the enjoyment and originating beauty which exists in man†. In other words, aestheticism is a philosophy of beauty. An Aesthete has a great appreciation for nature. One may look at an object, place, or person and perceive it a different way than another person may perceive it. For an Aesthete to obtain pleasure, â€Å"it is the perspectives of perception that is necessary to an understanding of both appreciation and creation†. Aestheticism is a very deep and meaningful philosophy whose meaning has been changed and interpreted by many historical figures such as Alexander Baumgarten, Immanuel Kant, and Oscar Wilde. The philosophical discipline of aesthetics did not receive its name until 1735, when the twenty-one year old Alexander Gottlieb Baumgarten introduced it in his Halle master’s thesis to mean episteme aisthetike, or the science of what is sensed and imagined. Initially, the focus of aestheticism was not so much on art as it was on the experience of, and judgments about, beauty in all its forms. Aesthetics is necessarily interdisciplinary and may be interpretive, prescriptive, descriptive, or a combination of these. The younger Baumgarten started at the university at sixteen (in 1730), and studied theology, philology, poetry, rhetoric, and philosophy, especially Leibniz, whose philosophy was not banned. He began teaching there himself in 1735, upon the acceptance of his thesis on poetry, and published his Metaphysics in 1739. In 1740, the same year as he published his Ethics, he was called to a professorship — or more precisely, ordered to accept it — at another Prussian university, in Frankfurt an der Oder. The first volume of his Aesthetica appeared in 1750. It was written in Latin, like Baumgarten’s other works, and was the first work ever to use the name of the new discipline as a title. The next year, however, Baumgarten’s health began to decline and a second volume of the Aestheticacame out only in 1758, under pressure from the publisher. Baumgarten’s Meditations on Poetry conclude with his famous introduction of the term â€Å"aesthetics†: â€Å"The Greek philosophers and the Church fathers have always carefully distinguished between the aistheta and the noeta,†that is, between objects of sense and objects of thought, and while the latter, that is, â€Å"what can be cognized through the higher faculty† of mind, are â€Å"the object of logic, the aistheta are the subject of the episteme aisthetike or AESTHETICS,† the science of perception. However, in the 18th century, the German philosopher Immanuel Kant defined aestheticism as both â€Å"the analysis of taste† and â€Å"the analysis of sensible cognition or intuition†. Immanuel Kant was a Prussian philosopher who is widely considered to be a central figure of modern philosophy. He argued that human concepts and categories structure our view of the world and its laws, and that reason is the source of morality. One part Kant’s philosophy of aestheticism was the â€Å"Deduction of Taste†, which instilled that everything interesting and fundamental happened in the formation of concepts, or in the receiving of intuitions. But now Kant argues that judgment itself, as a faculty, has an fundamental principle that governs it. This principle asserts the purposiveness of all phenomena with respect to our judgment. In other words, it assumes in advance that everything we experience can be tackled by our powers of judgment. Normally, we don’t even notice that this assumption is being made, we just apply concepts, and be done with it. But in the case of the beautiful, we do notice. This is because the beautiful draws particular attention to its purposiveness; but also because the beautiful has no concept of a purpose available, so that we cannot just apply a concept and be done with it. Instead, the beautiful forces us to grope for concepts that we can never find. And yet, nevertheless, the beautiful is not an alien and disturbing experience – on the contrary, it is pleasurable. The principle of purposiveness is satisfied, but in a new and unique way. For Kant, the other basic type of aesthetic experience is the sublime. The sublime names experiences like violent storms or huge buildings which seem to overwhelm us; that is, we feel we ‘cannot get our head around them’. This is either mainly ‘mathematical’ – if our ability to intuit is overwhelmed by size (the huge building) – or ‘dynamical’ – if our ability to will or resist is overwhelmed by force (e. g. the storm). The problem for Kant here is that this experience seems to directly contradict the principle of the purposiveness of nature for our judgment. And yet, Kant notes, one would expect the feeling of being overwhelmed to also be accompanied by a feeling of fear or at least discomfort, whereas, the sublime can be a pleasurable experience. In contrast, Oscar Wilde prefaced his novel, The Picture of Dorian Gray, with a reflection on art, the artist, and the utility of both. After careful scrutiny, he concludes: â€Å"All art is quite useless† (Wilde 4). In this one sentence, Wilde encapsulates the complete principles of the Aesthetic Movement popular in Victorian England. That is to say, real art takes no part in molding the social or moral identities of society, nor should it. Art should be beautiful and pleasure its observer, but to imply further-reaching influence would be a mistake. The explosion of aesthetic philosophy in fin-de-siecle English society, as exemplified by Oscar Wilde, was not confined to merely art, however. Rather, the proponents of this philosophy extended it to life itself. Here, aestheticism advocated whatever behavior was likely to maximize the beauty and happiness in one’s life, in the tradition of hedonism. To the aesthete, the ideal life mimics art; it is beautiful, but quite useless beyond its beauty, concerned only with the individual living it. Aesthetics found that through their great interest in beauty, pleasure that is derived from objects of art is more beautiful than other pleasures. Overall, many philosophers have interpreted the principle of aestheticism in their own ways. Without aestheticism, the deep understanding we now have of the connection of our lives with all forms of art would not be possible. Therefore, after centuries of conceptual making, aestheticism remains as a very complex subject which any poetic heart would be delighted to learn for the benefit of further understanding the purpose for the existence of art. Art through music, paintings, dance, and performance are all unique, but alike in one way: they are products of an artist’s ability, and desire, to create beauty. Works Cited Burnham, Douglas. Internet Encyclopedia of Philosophy: Immanuel Kant: Aesthetics. n. d. 9 February 2014 . Duggan, Patrick. The Conflict Between Aestheticism and Morality in Oscar Wilde’s The Picture of Darian Gray. n. d. 9 February 2014 . Guyer, Paul. Stanford Encyclopedia of Philosophy: 18th Century German Aesthetics. 16 January 2007. 9 February 2014 . Rohlf, Michael. Stanford Encyclopedia of Philosophy: Immanuel Kant. 20 May 2010. 9 February 2014 .

Friday, January 10, 2020

Different Types Of Abuse Essay

Indicators of abuse. Factors that may lead to abuse. Physical: To cause physical pain and injury to another person, making them physically suffer from harm. Signs for physical abuse would be quite easy to spot as you can look for marks on people such as bruising, bite marks, burn marks or even fractures. Another indicator could be that the marks on their body are repetitive say for example they have bruising on their body and then a couple of weeks later they have more bruises on their body, this could be an indicator for physical abuse. Behavioural indicators could be that they cannot remember how the injuries occurred and makes up an excuse. They could also flinch if someone approached them unexpectedly. Poor memory and concentration levels could be a behavioural sign. Factors that could lead to physical abuse being an issue could be from care givers that have inability to cope with stress on adults and their behaviours, they could themselves suffer with depression which is a common thing amongst care givers and then they could take their depr ession and anger out on adults who are vulnerable, lack of support from other care workers could lead to physical abuse. Lack of staff training could be the factor that leads to physical abuse. Sexual: any sort of non-consensual contact, touching vulnerable people in not appropriate areas and without their consent. Possible indicators for sexual abuse could be loss of sleep. Also bruising or soreness around the genitals, there could be indicators of torn, stained or blood in the underwear and there could be possible signs of sexually transmitted diseases in some cases. Even pregnancy could be an indicator to sexual abuse. Behavioural indicators could be flinching or not wanting to do personal care. There could be extreme changes in behaviour, bed wetting or frequent bathing to try and remove stains or to try and make themselves feel cleaner. Another indicator could be refusal to disrobe clothes for bedtime or showers whilst in front of people they would normally trust and who they are familiar with. Risk factors that could lead to sexual abuse could be things such as alcohol or drug use as the person g iving the abuse would not know what they are doing as the drugs and alcohol in their body would be controlling them in a way which could lead to sexual abuse. Coercive sexual fantasies of a staff member or even friend or family in some cases, which  could lead to the abuse. Impulsive and antisocial tendencies, preference for impersonal sex, there could be a childhood history of sexual and physical abuse and then they may want to push that onto someone else or could have been witnessed family violence as a child and may think it is acceptable to do certain things. Emotional: Any act including confinement, isolation, humiliation, intimidation or treatment when diminishes a sense of somebody’s identity and dignity. Possible indicators of emotional abuse could be bedwetting or diarrhoea, frequent headaches, nausea, abdominal pains. Behavioural indicators would be something like mental or emotional development lags, poor relationships with people. Runaway attempts, complains of social isolation or severe depression that could be suicidal. Factors that could lead to emotional abuse from someone who has a low self-esteem themselves and w ould like to emotionally beat someone down to make themselves feel better, or the person giving the abuse could have suffered from emotional abuse in their childhood and feel that they got treated a certain way so they want to pass this on to someone else. Factors could also lead to a group of staff members for example and they are all emotionally abusing a service user which they could find amusing but it is actually classed as abuse. Neglect: a passive form of abuse which is leaving the victim who maybe is unable to care for himself or herself but cannot provide care for themselves. You could see neglect by having poor physical conditions, bed sores. The carers normally don’t take care of the service user. Inadequate food supply or water that is not available. Skin rashes related to the bedding being unchanged and urine soaked in the bed. Inadequate living conditions, no toilet or commode. Behavioural indicators could be fear or withdrawal, depression, implausible stories, anger, denial and anxiety. Reasons someone could suffer from neglect could be things such as ignorance or denial that an adult needs as much care as they do. The abuse can be intentional or unintentional. The person in charge of care could have mental health problems or problems from their home life and take this into work and not be interested in caring for adult and therefore neglecting them and their needs. Exploitation/financial: Telling someone what they can and cannot buy or making them share control of their bank account and the person does not have control over their money. Signs of financial abuse could be if a person who had a disability is accompanied by  family or a staff member who appear to pressure the individual to make a transaction. People accompanying an individual to speak for him or her and not allow the individual to speak for themselves. An indicator could be a sudden increase in checking overdrafts or unusually large cash withdrawals or to transfer to other accounts from a joint bank account. Someone else could sign or forge an individual’s signature. Another indicator could be not allowing an individual to discuss legal or financial issues or matters with others. Indicator could be a staff member or family member taking money from the individual without telling them and leaving them with nothing and leading them on saying they have more money than they rea lly do, or taking control of their money and managing their money and tell them what they can and cannot spend money on. Unexplained inability to pay for bills such as shopping bills or house bills could be a sign of abuse. Staff members may not record when service users receive their money so they could take advantage of their money without consent of the service user. By not keeping records of what the service users money goes on it is easy to lose track and the amount of money been spent. A staff member could be short of money with their personal issues and use a service user’s money without anyone knowing and because stuff is not being recorded it can be hard to spot money being taken. Self-harm: there is self-harm, deliberate self-harm, self-injury and self-poisoning which are mostly done without suicidal intentions but just a relief maybe for some. Self-harm is causing deliberate harm to your own body like cutting or burning your skin, pulling your own hair out. Self-harm behaviour includes acts that can cause short and also long term damage for example under eating or binge drinking and drug abuse. Any of these signs could be from self-harm, unexplained cuts, bruises or cigarette burns usu ally are around the wrists, thighs and arms. Signs of depression such as low mood, crying a lot and no motivation. Signs of low self-esteem such as them blaming themselves for any problems and thinking that they are not good enough for something. Signs of misuse of drugs or alcohol and been pulling their hair out. Factors that could lead someone to self-harm could be down to family problems at home, relationship problems, if they are not doing well in education and then start to doubt themselves feeling like they are not good enough and feel like self-harm is the only release. Being bullied could be a factor for self-harm. Also drug or alcohol abuse. Another factor  is that you could be coming to terms with your sexuality and be unhappy to maybe tell people what your sexuality is. Coping with cultural expectations such as arranged marriage could lead to self-harming. Institutional: maltreatment of a person from someone who has power over the victim. Institutional abuse is about who abuses and how that abuse comes to pass. An indicator could be no flexibility in bed time routine or people left o n a commode or a toilet for a long period of time for no reason. Inappropriate care of living area or possessions. Lack of personal clothes or belonging. Deprived environmental conditions and lack of stimulation. Service user could be removed from the home without discussion with other staff members because the staff cannot deal with the service user’s behaviours. Another indicator could be spoken to and treated with disrespect. Lack of individual programmes that would monitor their daily life and behaviours. Factors that could lead to institutional abuse could be down to the environment and the surrounding as it could be the environment out of a home setting and what they are used to, it can determine the potential for maltreatment. Maltreatment mostly happens when the adult may be in a crisis and the caregiver has not got the skills and developed alternative and appropriate response to the service user. Discriminatory: when someone picks on you and treats you differently and unfairly just because something is different about you whether it is your race, sexuality, religion or appearance. Indicators could be that the person being abused is withdrawn and isolates themselves away from other people, fearfulness and anxiety, loss of self-esteem, being refuse to be able to access services and excluded to other people, resistance or refusal to access services that are required to meet the needs. Types of abuse for discrimination would include things such a sex, race, colour, language, culture, religion, politics and sexual orientation. Factors that could lead to discriminatory abuse could be that the care giver does not agree with someone’s religion or sexuality for example, if a service user were gay there caregiver could exclude them from everything and not provide the correct care for them because they do not agree with same sex relationships which would be classes as discriminat ory abuse. The risk factor is greater when the service user or vulnerable adult has a difficulty to communicate with others, always rejecting help from staff member, often has an unusual and offensive behaviour or aggressive  because of these issues staff members may not be able to cope and may no0t have the patients or correct training to resolve these issues which can then lead to abuse. Domestic: The abuse of a partner with an intimate or family member, the abuse is repeated and random. The abuse can be physical, emotional, psychological, financial or sexual. May show the signs of bruises, burns, human bite marks, and fractures round the eyes, nose, teeth and jaw, injuries during pregnancy such as miscarriage or premature birth. Stress related illnesses such as headaches, backaches, chronic pain, family problems, depression, alcohol or drug addictions, absenteeism like lateness or leaving early, changes in job performance. Overly dressed like wearing turtle necks and long sleeves in the summer to cover up any physical marks, jumpy and lack of personal grooming or low self-esteem. Factors that can lead to domestic abuse may be alcohol or drug related so that the drugs and alcohol inside their bodies are controlling them and they may not realise what they are really doing. The abuser could have an unknown mental health or personality problem. They could also suffer from bipolar and have random outbursts of aggressiveness. A history of violence or abuse that includes domestic abuse from previous relationship problems. Poor family relationships where violence is a normal thing and not really a big issue, financial problems because of low income or debt problems could all be factors of domestic abuse. Bullying: Has an advantage of strength or to intimidate someone and typically force someone to do something. Indicators for bullying could be that the person seems unhappy or depressed, not wanting to talk to people much and distancing themselves away from other people. Not socialising with other people. They could cry a lot but may not want to talk about it to anyone or make up an excuse. Factors that could lead to bullying could be for example a leader or person in charge could feel because they have more power that they can intimidate people into doing things and pressure people. If the victims are vulnerable and an easy target to staff member that are bullying them. Groups of staff members thinking it is amusing to bullying service users, which they could find amusing but actually be bullying, intentionally or unintentional. I chose Simone from Winterbourne view for my case study. She was one of man6y residents what suffered multiple abuses from Winterbourne view which was  exposed by Panorama. Her family want her close to her, but she is currently hundreds of miles away from her family. Simone’s parents’ notice that she was a little bit behind other children at nursery and then eventually found out it was because she suffered from a learning disability. Simone suffered from chronic headaches which became very distressing and then her behaviour began to chance and was much more challenging and harder to deal with. She then went to hospital to have it investigated. Simone suffered from physical and emotional abuse. Wayne the carer would physically abuse Simone by putting her hand under a chair and bending her arm which would cause bruising. She had water thrown over her face and left outside to freeze, this would affect her emotionally as it would make her sad and want to isolate herself f rom any of the staff members as she probably felt she couldn’t go to anyone for advice or tell someone about what is happening to her and the abuse she was receiving because the staff members were all in on it as well. As Wayne were the leader all the other members of staff may have been intimidated In some sort of way by him which lead them to copy and imitate what he did to service users like Simone. From the physical abuse by her bruising and marks on her skin, her parents didn’t realise as they only really spoke to her over the phone to check up on her and to see if she was okay, so they were unaware of the abuse that what going on. She was suffering from emotional abuse as well because she has already experienced some form of abuse when she was in a unit before and then had to be removed from that unit into a second unit where she still received abuse from. This would affect her health by her maybe not wanting to live and not to get involved with other people because she feels she cannot trust anyone around her. Long term effects by being pinned to the ground all the time and then it could have made her body or bones be in a certain position which could lead to joint damage or scars on her body. She could also flinch when people approach her even the people she trusts. Simone could be distressed behaviour in the long term by Simone being trapped in uncomfortable position. Although she had negative long term effects for life there are also positive such as being moved to another unit, even though she is hundreds of miles away from her family, they know and believe that she is now in a safe place, free from abuse and enjoying herself. Another long term effect could lead to depression and then she would isolate herself in any  activities and interaction with other people even those close to her. https://www.mencap.org.uk/get-involved/campaigns/take-action/out-sight/simones-story

Thursday, January 2, 2020

I Remember Playing The Game - 840 Words

Connect 4 I remember playing the game Connect Four as a child. The object of this fairly simple game was to connect 4 chips of the same color in a row. Connect Four was a fun game that required some form of strategy if you as a player wanted to be successful. As I strive to become a teacher I am learning that there is a whole new game of Connect Four to be played. Unlike the board game this version carries much more importance and strategy. The new came is finding a way to connect Science, Technology, Engineering, and Mathematics. These subjects cannot be taught as individual subjects but taught as an integrated unit. In doing so all four subjects will be used in unison to solve real world challenges. Learning how to connect these†¦show more content†¦(The list is endless) Technology- computers and smartphones, but it goes back to television, radio, microscopes, telegraph, telescopes, the compass, and even the wheel. Engineering- building designs, roads, bridges, transportation, global warming, and environmental-friendly machines. Mathematics- We use it every single day. We use at the grocery store, the bank, on tax forms, in dealing with investments and the family budget. The article is so good you can find it here As previously admitted I’ve rarely given any thought to STEM. It’s subject matter that I’m not entirely sure I’ve ever been exposed too. The lack of student exposure to STEM is a major part of the problem. There is a dire need for students to have the critical thinking and problem solving skills that STEM provides. STEM is a major component of the future of our students, but many aren’t that interested. In a study from the U.S. Department of Education says that, â€Å"only 16 percent of high school students are interested in a STEM career† (Hom, E). Our nation’s future is dependent on the skills that our students will possess. These students must learn how to build the skills of each individual discipline of STEM and combine that knowledge to effectively problem solve. This will take some creativity from both teachers and students. Simply